ABSTRACT

The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.

摘要

COVID-19大流行以各种方式影响了各级教育。机构和教师教育者必须迅速应对从面对面到远程教学的意外和“强迫性”过渡。他们还必须根据师范教育计划的要求以及大学和学校必须运营的条件，为学生教师的准备工作创造学习环境。本文提供了有关教师教育中在线教学实践的文献综述。总共分析了134个实证研究。确定了与社会，认知和教学存在有关的在线教学实践。调查结果强调需要对在线教育的教学法进行全面的研究，以整合技术来支持教学。讨论了这项研究对发展在线教与学实践的意义。还研究了进一步研究的建议。